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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Open-ended problems can foster deeper understanding of mathematical ideas, generating creative thinking and communication in students. High-order thinking tasks such as open-ended problems involve more ambiguity and higher level of personal risks for students than they are normally exposed to in routine problems. To explore the classroom-based factors that could support or inhibit such higher-order processes, this paper also describes two cases of Singapore primary school teachers who have successfully or unsuccessfully implemented an open-ended problem in their mathematics lessons.
목차
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참고문헌 (10)
참고문헌 신청
Becker, J. P. / 1997 / The Open-ended approach: A new proposal for teaching mathematics / NCTM
Carpenter, T. P. / 1999 / Teaching and learning mathematics with understanding. in: Mathematics classrooms that promote understanding / LEA Publishers : 19 ~ 23
Carroll, W. M. / 1999 / Using short questions to develop and assess reasoning. in: Developing mathematical reasoning in grades K-12, 1999 Yearbook / NCTM : 247 ~ 255
Chang, S. C. / 2001 / An exploratory analysis of current pedagogical practices in primary mathematics classroom / The NIE Researcher 1 (2) : 7 ~ 8
Foong, P. Y. / 2002 / The role of problems to enhance pedagogical practices in the Singapore classrooms / Math. Educ. 6 (2) : 15 ~ 31
Carpenter, T. P. / 1999 / Teaching and learning mathematics with understanding. in: Mathematics classrooms that promote understanding / LEA Publishers : 19 ~ 23
Carroll, W. M. / 1999 / Using short questions to develop and assess reasoning. in: Developing mathematical reasoning in grades K-12, 1999 Yearbook / NCTM : 247 ~ 255
Chang, S. C. / 2001 / An exploratory analysis of current pedagogical practices in primary mathematics classroom / The NIE Researcher 1 (2) : 7 ~ 8
Foong, P. Y. / 2002 / The role of problems to enhance pedagogical practices in the Singapore classrooms / Math. Educ. 6 (2) : 15 ~ 31
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